Categorization activities are the backbone of word study. The main activity used to compare and contrast words is known as word sorting. In word sorting, students manipulate words written on cards into groups. Through categorization, they create order and make discoveries about the traits that define each particular set or group of words. In word sorting activities, students reflect on the characteristics of certain print features by examining words with and without the feature.
Types of Sorts
There are three main types of sorts:
A. Sound Sorts

• Focus on phonemes contained in the words
• Can use Word Cards, Picture Cards, or do “Blind Sorts”
• Can include rhyme, # of syllables, and syllables stressed

B. Pattern Sorts

• Focus on visual patterns formed by groups of letters or letter sequences
• Examples: Word families or rime, vowel patterns, syllable patterns,etc.
• Students should always sort by sound first and then by pattern

c. Meaning Sorts

• Can be sorted by concepts or by spelling- meaning
• Used to assess or build background knowledge before a new unit
• Links vocabulary instruction
• Examine homophones, homographs, Greek/Latin roots, derivation

Approaches to Sorts

Closed Sort
A closed sort is teacher-directed: The learner sorts words based on categories provided by the teacher, usually shown by key words that head columns. This focuses student attention particularly on features that aid recognition and production.

• Teacher defines categories
• Modeling and scaffolding
• Carefully monitored and corrective feedback is given

Open Sort
An open sort is student-centered: The learner decides how to categorize the words. This reveals the student’s thinking and provide insights for assessment and instruction.

• Students should already be accustomed to sorting
• Gives teacher opportunity to observe and see what students understand or misunderstand (diagnostic in nature)
• Create productive discussions

Multiple Sorts
In multiple sorts, learners sort the same set of cards in various ways (such as concept, visual pattern and sound). This develops student flexibility in considering words in a variety of ways.

Blind Sort




Speed Sort




Word Hunt

Ten Principles of Word Sorting

1. Look For What Students Use But Confuse (instructional level, miss 2 or more features)

2. A Step Backward Is A Step Forward (begin where students can have some success)

3. Use Words Students Can Read (always introduce words for recognition and understanding)

4. Compare Words “That Do” with Words “That Don’t” (don’t hide exceptions to the rules / use the non-examples)

5.Sort By Sounds and Sight (make comparisons)

6. Begin With Obvious Contrasts (cvc – cvce)

7. Don’t Hide Exceptions (oddballs, crazy column, ?)

8. Avoid Rules (guide to generalizations and analogies)

9. Work For Automaticity ( ex. - speed sorts)

10. Return To Meaningful Text (Word Hunts)

Important Aspects of Word Sorting

1. Use contrast
Categories established in relation to one another, not isolated patterns
Knowing “what is” and “what is not”

2. Sort by sight and sound

3. Include exceptions (oddballs)
--high frequency words
--memory trigger
--what makes an exception is clearer
--must consider sight, sound and meaning simultaneously
--promotes “cross-checking”

4. Avoid rules—use inquiry

5. Developmentally appropriate
word selection of somewhat familiar words
learners must be able to make sense of the words
“uses but confuses”
complexity increases with number of categories

6. Use modeling/demonstration and verbal explanation (think out loud)

7. Manipulation—engagement and non-verbal support
Use cards first
Word hunts
Cut and paste
Word study notebook

8. Group collaboration—peer interaction and talking to learn

9. Connection
Always look for the pattern in reading or what students are writing
Return to meaningful text

Introducing a New Sort

1. Gather students to a place where they can see the words for the week.
2. Hold up each card for the students to identify.
3. Stop and discuss a few of the words.
4. Introduce the sort by placing key words on the pocket chart as category headers and explaining how you will sort the words.
5. Model completing the sort until students catch on. Then let students assist you decision-making
6. Sort by sound first.
7. Sort by visual pattern next.
8. Correct any mistakes as needed with students justifying the changes.
9. Discuss the completed categories.
10. Connect the learning to reading and writing.